Male and female groups differed significantly on the pretest before the intervention, with females scoring higher¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change

Subclaims¶

q2 i? On the pre exam, the gender effect was significant (F = 12.656, p = 0.001), with the female mean (11.50) higher than the male mean (7.9811). → Salah 2016

Evidence¶

Salah 2016¶

Dr. Raed Omar Salah. (2016). Effectiveness of Using Computerized Educational Packages in Teaching Math Curriculum on the Learning of Student in Eighth Grade at Ma'an City. Journal of Education and Practice, Vol.7, No.12. https://eric.ed.gov/?id=EJ1099555

q2 · i? · causal · r1

Pre-exam two-way ANOVA on the quasi-experiment's baseline scores. Table 2 prints a gender effect of F = 12.656 at functional level 0.001; the printed means show females (11.50) above males (7.9811).

"Table (2) explains the means which explained the difference between the two means which was for males (7.9811) while it was for females (11.50)."

Discussion¶

Related Claims¶

• No statistically significant difference in mathematics achievement between male and female students taught with computerized packages — related
• No statistically significant interaction between gender and teaching method on eighth-grade mathematics achievement — related
• Before the intervention, male students scored significantly higher than female students on the English grammar pre-test — reports the opposite
• Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
• No statistical gender difference appeared in pre-test or comparison scores in either control group — related